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Guide for Faculty

College students typically encounter a great deal of stress - academic, social, family, work, financial - during their educational experiences. While most students cope successfully with the demands of college life, for some the pressures can become overwhelming and unmanageable. Students having a difficult time have a number of resources available to them. These include close friends, relatives, clergy and coaches. In fact, anyone who is seen as caring and trustworthy may be a potential resource in times of trouble.

As a faculty or staff member who interacts daily with students, you are in an excellent position to recognize behavior changes. A student's behavior, especially if it is inconsistent with your previous observations, could constitute a "cry for help."

The following information offers straightforward advice, techniques and suggestions on how to cope with, intervene and assist troubled students.

Tips for recognizing students with emotional distress

Students with eating disorders

Dealing with difficult students

At one time or another, everyone feels depressed or upset. But, we can identify three general levels of distress which, when present over a period of time, suggest that the problem the individual is dealing with are more than the "normal" ones.

Level 1

These behaviors, although not disruptive to others, may indicate that something is wrong and that help may be needed:

Serious grade problems or a change from consistently good grades to poor performance

Loss of contact with reality - Seeing/hearing things that "aren't there," beliefs or actions greatly at odds with reality or probability

Suicidal thoughts - referring to suicide as a current option

Homicidal threats

What Can You Do?

Talk to the student in private when both of you have time and are not rushed or preoccupied. Give the student your undivided attention. It is possible that just a few minutes of effective listening on your part may be enough to help the student feel confident about what to do next.

If you have initiated the contact, express your concern in behavioral, nonjudgmental terms (e.g., "I've noticed you've been absent from class lately and I'm concerned," rather than "Where have you been lately? Goofing off, again?").

Listen to thoughts and feelings in a sensitive non-threatening way. Communicate understanding by repeating back the essence of what the student has told you. Try to include both the content and feelings ("It sounds like you're not accustomed to such a big campus and you're feeling left out of things.") Let the student talk.

Avoid judging, evaluating, or criticizing even if the student asks your opinion. Such behavior is apt to close the student off from you and from getting the help needed. It is important to respect the student's value system, even if you don't agree with it.

Student with Eating DisordersIn the United States, as many as 10 million females and one million males are fighting a life and death battle with an eating disorder such as anorexia or bulimia. Professionals state that pproximately 25 million more are struggling with binge eating disorder. Through student's involvement with school, educators and coaches have the opportunity to notice weight fluctuations and irregular eating habits.

Here are some links that can guide you when dealing with a student's eating disorder:

Dealing with Difficult Students Occasionally, you'll come across a student who needs some special attention. For lack of a better term, we'll call these people "difficult" students since their actions (or lack of actions) make your job harder and sometimes even disrupt the learning process. You cannot ignore them - you have to deal directly with them. Here are some categories of difficult students and rough guidelines for trying to turn the situation around:"Type"

Coping strategies

Arguer

Point out that you disagree because the statement does not correlate with course material

Offer to talk privately after class, or during office hour

Remain calm and non-judgmental

Always use evidence when disagreeing

Make apparent your willingness to discuss the issue calmly

Over-talkative Student

Maintain the flow without reinforcing the student's behavior

Try to elicit responses from other students

Speak to the student privately about their behaviors

Avoid ridiculing the student or making comments to other students

Ask appropriate questions to focus the student

Silent Student

Avoid putting student on the spot

Try to elicit responses gradually

Address student privately about reasons for reticence

Grade Grubber

State your guidelines or expectations at the outset

Provide comments to support grade

Offer suggestions for improvement

Attacker

Ask the student if they have a better suggestion

Don't allow yourself to be pulled into an argument

Don't react defensively

Ask if student feels criticism has been heard

Bully

Remind this student that threats are not effective classroom processes

Speak to student after class to find out why behavior continues

Counsel student in benefits of discontinuing behaviors

Refer for counseling

Dropout

Ask a question of this student; say "I'll give you a minute to think about this."

After class, ask student why they are not participating. It may be the class is not very interesting!

Interrupter

Deal with the Interrupter immediately, e.g.: "Just a moment, John, let Charlene finish what she was saying"

After class, point out how irritating this behavior is to other students

Suggest the student write down ideas until there is an appropriate time to express them

Joker

Encourage student when tensions need release (as long as it's not at the expense of another student)

Laugh, compliment their wit

Ignore student when it is time to get back to work

Student will learn that their role is the productive release of tensions, not wasting time

Know-it-All

Acknowledge this student's expertise once, but emphasize why this issue is open for group discussion

For example: "Yes, you may be right, but the decision has to be made by the group after weighing all the alternatives," or

"You may be right, but we are tackling the problem as a group to come up with some new insights and solutions"

Latecomer

Speak to the student after class

Start the class on time regardless. This penalizes the student who is late, not the ones who are on time

Ask the student to be the group leader or to present at the next class

Address the importance of timeliness with the entire group

Loudmouth

Catch and throw. Thank the student for their opinion, and ask someone else for an opinion

Interrupt tactfully with a question requiring a yes or no answer

Summarize a statement: "Excuse me, Janet, it sounds like you agree with Paul"

Use a 'round robin' technique for discussion

Side Conversations/Whisperer

Stop talking and wait for side conversation to end

Ask a direct question of one of the talkers

Many difficulties with students can be circumvented if you clearly outline your expectations and evaluative criteria at the beginning of every course. Identifying these details at the outset will protect you and your students from future misunderstandings, and will leave you less vulnerable.